The subject is American History. You must read from this text book Discovering The American Past 7th Edition. Chapter 8 Japanese Internment from page 236 to 259. What were the constitutional issues involved in Korematsu v. United States? In your opinion, did the facts presented support the claim that the military situation justified the temporary suspension of parts of the Constitutions? Use the documents in Chapter 8 of DAP to respond to this prompt. Be sure to use the documents to explain your answer. How to Answer a Document Based Question (DBQ)
Your Document-Based Question should be 4 typed pages. To answer a DBQ, follow these steps
1. Try to answer the prompt in one or two sentences. This will be your argument or “thesis.”
2. Develop at least three reasons why your answer is correct. Each reason will be the topic of one paragraph in your essay.
3. Pick at least six pieces of evidence (two for each reason) to support the arguments you will make in the essay. Read the sections on “Method” and
“Questions to Consider” in Discovering the American Past (DAP) carefully–they will give you some hints about how to analyze the evidence.
4. Begin to write with an introduction that states your thesis and the reasons you believe your answer is correct. Next, write a paragraph about each reason,
using the evidence you have identified to support your argument. Remember that you must explain WHY you believe your evidence supports your argument–it is not enough simply to list the evidence. Finish with a conclusion that summarizes your argument. Additional notes: this is an essay, so it has to have a conclusion, as well as the references from the text book (Discovering The American Past)chapter 8.
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In late February, March, and early April we will spend much of our time discussing the ideas developed by Acemoglu and Robinson in their book, Why Nations
Fail. This book is extremely wide ranging, covering human events from 11,000 years ago to the present day. Acemoglu and Robinson analyze and discuss many, many interesting and important historical episodes. These include
the end of the Roman Republic in the first century B.C.,
the fall of the Roman Empire in the fifth century,
the Black Death, which killed a huge fraction of the population of Europe in the late 1340s,
the expansion of trade between Europe and the Americas in the 16th, 17th, and 18th centuries,
the Glorious Revolution of 1688, which established that the English King was subordinate to Parliament,
the Meiji Restoration of 1868, which put Japan on the path to economic development,
the rise and fall of the Soviet Union,
the Civil Rights era in the southern United States,
the economic rebirth of China after 1978,
and many more.
I would like you to write a short paper, commenting on one (or a few) of the events which receive prominent attention in the book. The idea of the paper is to identify an event, or a set of events, and describe why those events are important, and how they contributed to subsequent economic and political development. You should connect the event(s) that you have chosen with the broader themes of the Acemoglu-Robinson book.
You may choose from the list above, or you may choose from among the many other episodes covered by Acemoglu and Robinson. In class, I will try to provide some perspective on Acemoglu and Robinson, and you may incorporate the ideas discussed in class into your paper. And, of course, you may also do your own research.
You may quote from Acemoglu and Robinson, and from other sources, but it is best not to use lengthy quotes. I would like you to develop your own ideas, and not merely to string together a series of quotes.
***I WANT TO CHOOSE THE TOPIC ” the rise and fall of the Soviet Union,”
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For each question, your answer MUST state your thesis and be SUPPORTED with detailed information, including dates, specific examples, and material from your reading. Your conclusions should follow logically from the information you have presented. Any quotations, specific information, and ideas drawn from your reading (including the textbook) must be cited and referenced in APA format. Each essay should be 1-2 pages (250-500 words) in length,
Questions:
1.Were the Ottoman, Safavid, and Mughal empires in reality ?gunpowder empires?? Also, discuss the general decline of the Muslim Empires leading to and
including the 1800s. .
2.Why did China fail and Japan succeed when they faced the Western challenge in the 19th century? Be sure to discuss several pertinent points. .
3.How did Napoleon ascend to power in France? What reactions were prompted, throughout Europe, by the French conquest of Europe during Napoleon?s reign?
4.Discuss the origins of the Russian Revolution. How did this dramatic change in Russia?s leadership affect international relations in Europe and the rest of
the world? .
Please use the following source:
Duiker, William J., ; Spielvogel, Jackson J. (2014). The Essential World History, Volume II (7th ed.). Boston, MA. Wadsworth
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Please look at the attachment, don’t start the work with out contacting me, because the portfolio is divided into two parts, the first is book review which
include 700 words, the second part is primary resource analysis which also include 700 words.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook.
Your paper must address the following:
1.Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
2. Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that occurred.
3 .Describe the effects of these diplomatic efforts for the U.S. and other countries.
4. Assess, in conclusion, the advantages and disadvantages of the particular doctrine that was followed.
5. Cite at least four (4) reputable sources in addition to the textbook, not including Wikipedia, encyclopedias, or dictionaries. .
Your assignment must:
•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
•Include a cover page containing the tile of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
•Identify the cultural, economic, and political context of information resources, and interpret information in light of that context.
•Use technology and information resources to research issues in international problems.
•Write clearly and concisely about international problems using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills.
Additional Requirements
Min Pages: 4
Level of Detail: Show all work
SAMPLE ANSWER
For 13 days in October 1962, the world was on the brink of a nuclear holocaust as the US and the Soviet Union were embroiled in an impasse off the cost of Cuba. Historians appreciate the precarious situation that the US was in as its Central Intelligence Agency had failed to gather intelligence on the soviets building missile bases in Cuba in advance of their completion. President Kennedy had only been in office for a few months and was reeling from a failed attempt at overthrowing the government of a young Fidel Castro in the Bay of Pigs (Fitzsimons,1972). The situation was made dire by the fact that Cuba stands only 90 miles off the coast of Florida and soviet ballistic missiles were in range of the American east coast. President Kennedy reacted by placing a quarantine around Cuba in order to prevent more nuclear missiles from reaching the coast. This was at the height of the cold war.
The situation nearly escalated when the soviets shot down an American U-2 spy plane during an inspection of the quarantine zone. In essence, the quarantine was a toned down reference to the blockade around Cuba which in itself represented an act of war. The US secretary of state, Rusk, referred to the standoff between the soviet ships carrying more missiles and the US naval ships in the blockade as being eyeball-to-eyeball. In that instance, had the soviet ships not stopped and sailed back to their country, the two armies would have been forced to engage leading to world war iii. The scenario would have been exacerbated by the fact that the US had Jupiter missiles strategically placed in Turkey, and within range of the Soviet Union. Various advisors had pushed Kennedy to launch an assault on the military installations in Cuba in order to cripple an soviet offensive. Conversely, Fidel Castro pushed Khrushchev, the soviet premier to also launch an offensive against the US. However, sobriety prevailed and matters did not escalate as they had promised to.
Popular American mythology regarding the Cuban missile crisis holds that the bold brinkmanship of Kennedy won the day. However, careful analysis of the facts and historical accounts paint a different picture. Rather than the high-stake game of folklore, the crisis was resolved by behind-the-scenes engagements between Moscow and Washington. As a matter of fact, the crisis lasted a lot longer than the 13 days commonly quoted. In normal circumstances, the downing of the American U-2 spy plane would have resulted in the destruction of the antiaircraft base. However, Kennedy held off any retaliatory attack. Historical accounts indicate that in the 13 days of the crisis, Kennedy’s brother, attorney general Robert Kennedy was embroiled in serious and secret negotiations with the soviet ambassador, Anatoly Dobrynin. At first, they agreed that the soviets would not breach the blockade if the US guaranteed not to invade Cuba (Dobbs, 2008). This brought an end to the impasse. However, there still were missiles already in Cuba. The next step of the negotiations resolved that the Soviet Union would remove all the nuclear missiles from Cuba and in return, the US would remove its own Jupiter missiles from Turkey. However, these terms were not made public which led to the myth that Americans won.
The Kennedy doctrine was thus one that was premised on diplomacy. Rather than launching offensives for any perceived acts of war, the president always allowed for diplomacy. The world was recovering from the effects of World War II less than two decades prior. Therefore, President Kennedy was not keen on overt warfare but rather focused on unconventional warfare. This doctrine provided the necessary flexibility to avoid nuclear war. This doctrine was successful in this instance but failed in other memorable debacles like the Vietnam War which started of covertly and turned overt after unconventional warfare failed. However, even with its failure in Vietnam, the doctrine of diplomacy and engagement on a covert basis gained prominence and has avoided any major confrontations today despite constant provocations. The US turned a corner and was mythologised for its handling of the Cuban missile crisis why the Soviet Union also gained some clout since the imminent threat that the missiles in turkey posed dissipated. Engagements between the two countries after the crisis gave way to the Nuclear Test Ban Treaty.
The Kennedy Doctrine has the advantage of having less expensive outcomes for the country in comparison to engagement in an all-out war. It allowed for peaceful resolution to a situation that had threatened to go out of hand. The disadvantage of the doctrine is that it led to one party being considered as being triumphant over the other. In the larger scope of things, it led to a precarious situation of having two centres of power, super powers, which dominated the 20th century, pushing much else to the backburner. The previous regime in the US governed by the Eisenhower Doctrine was premised massive retaliation. The fear that this doctrine espoused was undone by the Kennedy Doctrine leading to a perceived weakening of the US.
Montreal and Toronto Women in the Great Depression
Montreal and Toronto Women in the Great Depression
Order Instructions:
Montreal and Toronto Women in the Great Depression,
The 1930s were a decade of considerable difficulty for many families in Canada as a result of widespread unemployment, under-employment and low wages. There is a growing literature that examines the particular ways in which women experienced the Great Depression differently than men. You are asked to compare two books that explore the ways women in two major Canadian cities were affected and responded to this decade of hardship. In 1999 Denyse Baillargeon published Making Do, an English translation of her study examining the role housewives in Montreal played in family strategies of economic survival. In 2010 Katrina Srigley published Bread winning Daughters, which examines the paid work and family dynamics of young working women in Toronto during the Great Depression. Each of these books contributes to our understanding of the lives of women in Canada during that difficult decade.
Your assignment is to write a comparative essay based only on these two books that discusses the following:
1. the impact of unemployment on women in urban families
2. women’s coping strategies
3. gender dynamics within these families
4. the kinds of primary sources each author used to research her topic and how you think these sources may have influenced the historian’s interpretation.
5. a comparison of the relative merits of oral histories as a window onto the lives of women
6. a comparison of the perspective each book offers us on women and their work during the Great Depression
7. whether you preferred one book over the other, and if so, why.
SAMPLE ANSWER
Montreal and Toronto Women in the Great Depression
‘Breadwinning daughters’ is a literature done by Katrina Srigley and addresses oral histories of Toronto women in depression during the year 1930. Srigley contacts an oral interview on 80 women who express their sense of loss and regret on the depression period. The women struggle, efforts and strength in Toronto is expressed in this book throughout, an aspect which compares to Montreal women struggle as expressed by Denyse Baillargeon in ‘Making Do’. Even though both Montreal and Toronto women efforts expressed in the books show strength and dedication, each book has different assertions on what end of depression reflected to their live. For instance, Baillargeon affirmed that working Montreal women lost their job when they got married, while Srigley affirmed that women got liberation after child birth, while others lost their focus completely. However, both books come to one conclusion that, gender itself during the depression period was typically less important compared to race, ethnicity, or even the individual living standards.
The impact of unemployment on both Montreal and Toronto women in urban families was almost similar. In Montreal, Baillargeon confirmed that only few women were employed in heavy industry, railways or construction. Most of the women in Montreal were household workers, while others were employed in restaurants and family businesses like shops. For the employed women in factories, their duties were specifically clothing, food and catering duties. Only a few educated women found their way into companies were they worked as secretaries, as others secured teaching as the alternative professional option. Notably, Baillargeon made a conclusion that women were expected to give up their job immediately they got married. In comparison to Srigley work on Toronto women, similar unemployment impacts were evident during the depression period. Similar to Montreal women, depression ended the Toronto women dream of getting good employment in addition to childbearing which terminated their post secondary education. Different from Baillargeon expression of Montreal women, Srigley revealed a more prominent future for the Montreal women, who presumed education after childbearing.
The coping strategies by both Toronto and Montreal women were similar. The writers in both books express women as being compatible and accepting any job available in order to cope with the depression period. For instance, Srigley noted that Toronto women were focused to perform any world job irrespective of the type, an aspect which led to most women leaving their education system to work in efforts to cope to the depression period. Similarly, Baillargeon noted that Montreal women performed any available job, with only a few educated women working as secretaries and teachers. Baillargeon specified that most women were either household workers, employed as waiters in restaurants, or maybe employed at a private business or shop. Additionally, women who worked in factories only performed duties related to clothing and food. In Toronto and Montreal, women performed any available job as coping strategies during the depression period.
The gender dynamics within both literatures considers women as the sole center of labor and family economies. For instance, Srigley argued that young women in Toronto were perceived as the centre for labor and the overall family breadwinning, an aspect which he elaborates as forming women cultural and economic backgrounds in shaping they coping ways to the depression period. Similar concepts are evident in Baillargeon literature where he argued that Montreal women updated the strategies their mothers used when they were growing up in poor families. This concept indicates that the role of women in economic and labor was an adapted strategy for children to learn from parents. Baillargeon added that purchase of cheap foods, sewing and patching cloths as well as postponing expensive essentials were the common economic strategies adapted by the Montreal women, which replicates similar centrality of women in labor and breadwinning during the depression period.
Notably, both Baillargeon and Srigley utilized oral histories in their interviews to come up with a conscience assertion of the women position in labor and economics during the depression period. Srigley performed his interview on Toronto women during his research. He used more than 80 interviews with women who specifically lived and worked in Toronto during the depression period of the 1930s. Baillargeon on the other hand utilized similar ground to come up with his assertion on women labor and economics. However, Baillargeon made a smaller number of interviews by interviewing only 30 Montreal women. He however used similar grounds of ensuring that the women he interviewed lived and worked in Montreal during the depression period of 1930s. These concepts ensured a more perfect research method such that the information collected was more reliable for the general assertion that, women played the labor and economics role during the depression period.
With respect to both authors’ concepts in their research presentation, a common assertion can be attained on women responsibility during the depression period. However, Srigley book which interviewed 80 Toronto women can be more reliable for a general assertion, compared to Baillargeon book which interviewed only 30 Montreal women. This follows the statistical reliability on diverse data collection for a general assertion. Therefore, the percentage error in Srigley data would be low compared to Baillargeon data hence making his assertions more reliable.
Type of document = Summary of lecture note and 3 readings
Requirements & marking guide for this summary:
This task is designed to assist you to keep up with the weekly programme; listening to the lectures and
reading the material provided. The focus is on developing effective reading and note-taking skills.
These weekly entries will help provide you with a solid basis for addressing the other assessment tasks.
This Assessment Task relates to the following Learning Outcomes:
• Be familiar with key sociological concepts as they are applied to the study of Australian society.
• Have developed an understanding of a range of theoretical perspectives on social life from the
19th century to the present.
• Have developed a broad understanding of how the ‘sociological imagination’ can be used in
thinking about social issues and trends.
• Have developed a broad understanding of research techniques, materials social science
epistemology.
• Be able to read, summarise and apply essential sociological ideas to the study of contemporary
life.
• Have developed a rich understanding of contemporary Australian life.
• Written and verbal expression allowing the synthesis and clear explanation of complex ideas.
SAMPLE ANSWER
Australia Society (History)
The world we live in has become so different from that of our parents. Conflicts, social divisions, global warming, lawlessness and tensions have risen since the nineteenth century. Sociological imagination forms the basis of understanding the who human beings are, the purpose of life and provides answers to several questions in life such as about the origin of the world and the direction the change observed will take in the future. Most of theories in sociology are explaining the sources of our behaviour that has been passed down from generation to generation. As a result on modern technology, new research techniques have been used to disapprove some the theories such as introduction of internet.
Essential sociological ideas studied in this weekly program sociological imagination, and sociological perspective of public health problems such as suicide. The factors influence criminal justice system not only in Australia. Suicide attempts and deaths resulting from suicide in Australia show that social values and ideas have been eroded in this continent. This continent must be having high degree rates of regulation, oppression and isolation since these are the primary causes of a rise in suicide attempts in this Australian society, endangering future generation.
Based upon your reading of the selected primary documents and incorporating such secondary sources as your textbook, answer the following 4 questions. Provide specific examples from these documents that support your arguments.
1. What perceptions of “others” are reflected attending Miss Columbia’s School House (Document 1)? How does Aguinaldo’s criticism of America’s policies towards the Philippines (Document 2) echo the 1894 political cartoon? What do these two documents suggest about the way America perceived conquered peoples and the likelihood that they would ever be fit for American citizenship and its liberties?
2. What relationship does President Eisenhower draw between events in the modern Civil Rights Movement and the goals of the US in waging the Cold War (Document 3)? How does the Alcatraz Proclamation (Document 4) and “The Soiling of Old Glory” photograph (Document 5) reflect the increasing radicalization of the Civil Rights Movement by the 1970s as well as the violent responses it could produce within Anglo American communities? Based upon Eisenhower’s speech, how do you believe he would respond to Documents 4 and 5 in the context of the Cold War?
3. According to President Reagan (Document 6), what does “having a positive view of American history” mean and what values does the country stand for? What should modern Americans think of their country’s past in regards to race relations according to Senator Obama (Document 7)? Do you agree with these documents arguments about America’s past? Why or why not?
4. Based upon your reading of these documents, to what extent do you believe America’s past continues to influence American society and modern debates about inequality? Does our past and efforts to confront and resolve issues of inequality empower us with a moral authority to dictate world affairs today? Why or why not?
SAMPLE ANSWER
What perceptions of “others” are reflected attending Miss Columbia’s School House (Document 1)? How does Aguinaldo’s criticism of America’s policies towards the Philippines (Document 2) echo the 1894 political cartoon? What do these two documents suggest about the way America perceived conquered peoples and the likelihood that they would ever be fit for American citizenship and its liberties?
Americans have a superior view of themselves. To them, their way of life is superior to all others. For everybody else, the opportunity to be American is to be cherished above all. The view projected to everybody else is that America is the land of opportunity where everything is possible if only to the brave who are willing to apply themselves accordingly (Aguinaldo, 1899).
Unfortunately, this is far from the truth. America is a disorganized society which expends considerable energy trying to create a semblance of order (Aguinaldo, 1899). To America, it views are superior to all others. When there is competition between two views, the Americans will push for their view disregarding any other view that may be there and which they do not view as adding value to the American view.
Americans view everybody else in need of their help in developing. Thus to America, all have to put away their personalities and identities and take up that which the Americans define them by (Aguinaldo, 1899). However, despite the low opinion that America holds of its conquered people, the conquest does offer the best chance at development – as defined by America.
American views itself as a mother to the conquered who need her love and guidance to develop to their best potential. This makes her the only source of knowledge and her standards and definitions become the law to all. Dissenting views are tolerated if they do not conflict the overall American view. When in conflict, America employs all her power and might to push through her view (Aguinaldo, 1899). Despite its clear and obvious flaws the American way still offers better prospects than the others.
What relationship does President Eisenhower draw between events in the modern Civil Rights Movement and the goals of the US in waging the Cold War (Document 3)? How does the Alcatraz Proclamation (Document 4) and “The Soiling of Old Glory” photograph (Document 5) reflect the increasing radicalization of the Civil Rights Movement by the 1970s as well as the violent responses it could produce within Anglo American communities? Based upon Eisenhower’s speech, how do you believe he would respond to Documents 4 and 5 in the context of the Cold War?
The modern Civil Rights Movement championed the implementation of goals that would spread out the enjoyment of a better life to many – especially those who previously did not. Where as in the cold war the desire was for the populations living under communism to taste, have access and enjoy capitalism – the superior economic system, the Civil Rights Movement fought to have the blacks enjoy equal rights as everybody else – democracy (Eisehower, 1957).
After trying passive demand of addressing historical injustices and making right the wrongs perpetuated on a race, the civil right movement decided if they could not get what they were demanding for in peace, they could as well take it be force. Increasing, the civil rights movement gravitated towards the use of violence – albeit minimal at the start, as a way of eliciting response from oppressors (Strange & Loo, 2001). Even though in some instances the Civil Rights Movement could have been accused of going overboard with their tactics, the value importance of what was being fought for especially among those fighting for it, was very higher – higher than a reasonable citizen would probably assign to it.
President Eisenhower would have responded by directing the implementation of all the civil rights with immediate effect. President Eisenhower all through his presidency distinguished himself as a defender of the civil rights of all population (Strange & Loo, 2001). In the context of the cold war, the president would have worked extra hard to ensure that all that the capitalist economy prides itself with as being different from the communists actually work and is beneficial to the practitioners.
According to President Reagan (Document 6), what does “having a positive view of American history” mean and what values does the country stand for? What should modern Americans think of their country’s past in regards to race relations according to Senator Obama (Document 7)? Do you agree with these documents arguments about America’s past? Why or why not?
Having a positive view of American history is according to President Reagan making a deliberate effort of focusing only on the positive in the American narrative (Reagan, 1983). It means choosing to view America as a nation that has moral values that it espouses and practices. This meaning is best captured in the case of citizens who came together with a view to establishing a program focusing of girls in view of the significant and worrying increase in illegitimate births and abortions. This is especially aggravated by the fact that the majority of these girls are below the legal consent age – they are actually minors.
Despite this honorable endeavor, by dispensing advice and birth control drugs and devices to minors without consent from their parents is a violation of the rights of a parent (Reagan, 1983). The parents need to know what their children are being taught. After all, they are the ones who have to bear the consequences’ of the choices made by their children.
As a country, it does have values that are largely pro-life. It is the view of the county that is as much there is a significant increase in the number of illegal abortions and unwanted births, advice on and access to birth control drugs and devices to underage girls can only be allowed with the express authority of the parents.
According to Senator Obama, modern American need to ashamed and proud of the past interactions with regards to race relations (Obama, 2008). It is the senators’ view, which the past shows where the society failed in its obligations to the minorities in society. Conversely, the nation managed to overcome deep racial difference to emerge a strong nation where each has an equal opportunity at success if they apply themselves.
It is true America’s past has some very rotten and unpalatable instance Obama, B (2008). However it is this history that is also shackled with instance of success that offers the present generation grounding when dealing with race relations.
Based upon your reading of these documents, to what extent do you believe America’s past continues to influence American society and modern debates about inequality? Does our past and efforts to confront and resolve issues of inequality empower us with a moral authority to dictate world affairs today? Why or why not?
It is clear that the American past does influence the American society view of inequality presently. When debating inequality, the American society draws great lessons from the past to dictate how it reacts to different stimuli within the environment. Despite monument’s failure in race relations within America in the past, the country has made significant investment in improving race relations.
The past failures act as constant reminders of the country of the price to be paid for not putting in place strategies that address race issues. The lessons learnt on race relations are the basis for the current interaction in the race debate.
Whereas it could be argued that America’s past record with regards to inequality make it as guilty as everybody else, the lessons learnt and strategies developed and employed to ensure discrimination is eradicated could make America a contributor to the global standard on morality. American despite its poor equality past has emerged as an important case study when learning how to deal with world affairs in the present world. In today’s world, America does indeed stand in power to offer direction with regards to moral authority to dictate world affairs.
References
Aguinaldo, E (1899) Emilio Aguinaldo Criticizes American Imperialism in the Philippines, Reading the American Past: Selected Historical Documents, Vol. 2, pp. 96-99
Nutter, K. B (2010) The Soiling of Old Glory: The Story of a Photograph that Shocked America, The Journal of Popular Culture, Vol. 43, No. 3, pp. 659-660
Please add footnotes from Jones, Created Equal 4th edition volume 2
PLEASE FOLLOW THESE INSTRUCTIONS
Assignment Prompt.
Imagine you are an American diplomat in 1970. You are part of a team sent to a strategic Third World country in hopes of making an alliance. Soviet diplomats have been there before you and have suggested to the leaders of this Third World country that the United States should not be trusted as a partner because of how Americans treat their own minority populations. You have been asked to provide a formal, written rebuttal to the Soviet claims. ?After giving the matter some thought, you have decided to base your rebuttal on key changes in both foreign and domestic policy over the past 50 years to convince this Third World country to join with the Americans as allies in the Cold War. You realize that you cannot simply “sugarcoat” things and be believable, therefore you plan to provide a thoughtful response that does admit inequities in American society in addition to discussing ongoing changes and positive policies. ?Note 1: Successful responses will consider a broad range of evidence in support of arguments. Take a few moments to consider how you would respond by making a list of both “good” and “bad” aspects of American society and policy. When looking at the “good,” ask yourself why they are good for the purposes of this rebuttal, how would non-Americans perceive things? When looking at the “bad” (which is what the Soviets used against us in the Cold War, as well as the Nazis in WWII, as propaganda), consider change over time. Are there groups working toward ameliorating the bad? Are public policy changes taking place, even if at a slow pace? Or is nothing being done? Admitting injustices while discussing efforts at reform may be enough to sway someone to your side.?One way to organize would be along the lines of first discussing domestic socio-economic issues, followed by domestic political issues, and finally foreign policies in the era under discussion. Remember that each of these elements of the overall argument would have its own paragraph and thesis (the rule of three)?Note 2: This is a real-life situation, there was a fight for the hearts and minds of the world. The Cold War is an ideological (and sometimes hot) battle over two socio-economic/political systems and 1970 is in the heart of the Cold War. Who will be the victor was not yet clear. Most of the Third World nations courted by the United States were not European, therefore how the US treated minorities would be a cause for concern. But these nations would also have very real geopolitical considerations beyond American domestic policy to consider. The Soviet propaganda was meant as a wedge. Also remember that no nation or society is perfect, that is not what you are arguing here. In your persona as a diplomat from 1970, you are giving an honest assessment of the US, warts and all, in hopes of gaining an ally.????
THE “RULE OF THREE” ??You will need to use an analytical writing style in this class. The basic form of analytical writing utilizes the “Rule of Three.” Simply, there should be at least three key points/pieces of evidence in a piece of writing introduced by a strong clear thesis.? Your paper should begin with an Introduction which sets the prompt in the historical context, the LAST sentence of the intro paragraph is the thesis statement which lists the (minimum of) three points (X,Y,Z) that will be more fully developed in the paper. The first paragraph of the body (paragraph 2) would discuss key point X (this paragraph would have its own thesis as the first sentence, followed by three pieces of evidence/analysis in support), then a paragraph on Y, and finally one on Z. An essay ends with a conclusion paragraph – which sums up the argument you made and ties X, Y, and Z together. The conclusion is NOT the place to introduce new arguments or evidence.?Another way of thinking about it is that an essay is comprised of three paragraphs in the body of similar composition to the one paragraph you wrote in the Reaction 1 exercise.?So Rule of Three means three key points in a thesis, a body with three paragraphs (one for each of your key points), each paragraph has a thesis supported by three key pieces of evidence. Followed by a conclusion.?
???Important notes ??All information you need to respond to the prompt is contained within the materials assigned in the 1312 course module. I want you to react to the assigned materials. DO NOT DO OUTSIDE RESEARCH or seek your answer on the internet.?I also want to know what YOU think, therefore DO NOT DIRECTLY QUOTE SECONDARY SOURCE MATERIALS. Most students use quotes as fillers, this is unacceptable in a college history course and does not reflect upon YOUR understanding of the topic at hand. The only acceptable use of a quote is a short (phrase or sentence) quotation from a primary source document (properly identified and cited) that you immediately discuss and is part of your analysis. ?PRIMARY SOURCE = Something produced in the historical era under study?SECONDARY SOURCE = Something produced at a later date. A history textbook, a documentary film, etc.????
How the Assignment is Graded ??- THESIS – Do you have a well thought out and clear thesis??? EVIDENCE – You must have solid evidence for each point you raise in the thesis. Evidence is not simply a statement, there must be an explanation of how that evidence supports the thesis statement. You must provide a MINIMUM of THREE pieces of evidence in support of your argument.?Example: If you were writing a paragraph on the causes of the Cold War, you might use the Baruch Plan as an example. Simply writing “the Baruch Plan was a cause of the Cold War” in your paragraph would not be enough to earn a point. However, the following sentences would earn a point:?”One cause of the Cold War was the failure of the United States and the Soviet Union to agree upon a plan for nuclear disarmament after World War II. The Baruch Plan, presented by the US, would maintain the American atomic weapon advantage for the foreseeable future. This played into Stalin’s suspicions of the Americans’ true motivations toward the USSR.”?You should have a minimum of three pieces of evidence in support of your thesis (each point of the thesis needs at least one piece of evidence in support). There are three possible points here, one for each piece of evidence.??HISTORICAL ACCURACY, CLARITY, AND LOGIC ??Is your argument clear and does it make sense? Is it historically accurate? Does your evidence prove your point? ??PROPER CITATION Have you properly cited? Have you used the format required in this course (modified Turabian). You must also FOOTNOTE(Jones, Created Equal, pg.# ). Parenthetical cites are NOT allowed. No research allowed, so no outside sources.?
SAMPLE ANSWER
Introduction
Being an American diplomat and a part of the team sent to a third world country to make an alliance that could be mutually beneficial for both countries. The official report is that Soviet diplomats currently living in the country have suggested to the leaders of this Third World
country that the United States is not be trusted as a partner because of how Americans treat their own minority populations[1]. The purpose of this paper is therefore to provide a formal and written rebuttal to the Soviet claims that Americans are not trustworthy and they do not treat minority groups fairly through the practical issues in society and foreign policy.
Where domestic and socio-economic issues are concerned, since the days of Rosa Parks where her and her colleagues refused to give up her seat on the bus because of the color of their skin, significant progress towards equality has been made by the United States Government under law for all citizens. This progress includes the right to vote, the freedom of movement, speech, and the right to be free from discrimination of various forms such as employment and housing discrimination[2]. This evidence of the progress in socio-economic progress has reduced the racism and discrimination that since existed with regards to minorities in the American society. The founding fathers in America emphasized prudence as a concept since it is the art of achieving what is best in the limits of what is possible in human relations. Prudence as a concept shuns the limits to what is possible and aims at what is simply right and just[3].
Where the domestic political issues are concerned, the number of minorities in positions of power has also improved and grown in public and private life[4]. In fact, the current sitting president in America is black American whose roots are from Kenya. Contrary to the soviet claims therefore, minorities in America enjoy greater civil and political opportunities than any other time in history as much as complete equality has not been achieved in certain areas such as in the criminal justice system[5]. Black and Hispanic Americans living in Missouri for example have companied about their victimization by police following the shooting of Mr. Brown and have as a result resulted to increasing their voting numbers in order to make a difference to the Caucasian politically dominated communities which have predominantly Hispanic and Black residents to have representative elected officials.
The rebuttal is also based on key changes in both foreign and domestic policy that have occurred over the past 50 years to convince this Third World country to join the Americans as allies in the Cold War. Every president since Wilson have used the progressive foreign policy ideology to justify the actions of Americans action abroad with assurances that we are acting not merely for our interests, but for the global community as a whole[6]. For instance, major military interventions abroad in Kuwait (1991), Somalia (1992), Haiti (1994), Bosnia (1995), Kosovo (1999, Afghanistan (2001) and Iraq (2004) have attempted to blend the two rationales.[7] Understanding Progressive foreign policy as well as its shortcomings coupled with the knowledge of Founding foreign policy results in the development of contemporary foreign policy used by Americans has been adopted over the years to liberate and provide welfare of others. This resulted in forward-thinking actions necessary for future security and real opportunities to help others hence advancing the universal principles to which we as a country are dedicated[8]
Conclusion
Therefore, we as Americans believe that helping others need to be done in the right manner, at the right time, for the right reasons and at the right place. We do not seek to partner at the expense of your beloved country rather we are here to work together and develop mutually beneficial activities for both our countries that will foster cooperation, progress and our moral duties to each other and the world at large.
some engagement with notions of social inequality. which you can find some suggested starting points for this essay in (sociology antipodean perspectives 2ed textbook)
#64 (‘Division’ Nikos Papastergiardis) and
#65 (‘Insiders, Outsiders’; Ghassan Hage).
SAMPLE ANSWER
In this 21st century, the number of indigenous people in the 21st century is over 300 In this 21st century, the number of indigenous people in the 21st century is over 300 million, whereby they are spread all over the world, including the Scandinavian Sami, Guatemala’s Maya, the Dalits in the South Indian mountains, the Kwei and San of South Africa, and Aboriginal people of Australia, among others. There is a great diversity among indigenous people’s communities, with each having a significant culture, history, language, and a significantly different way of life (Altman and Johnson, 2010). In spite of these diversities, these indigenous communities across the world share various values that are partly derived from the view of their lives are inseparable and part of the general natural world.
In Australia, the ancestors of the first Aborigines in the country, believed to have originally been the homeland of Aborigines. For thousands of years, they lived a peaceful, primitive, and nomadic life without the disturbance of the outsiders. Therefore, historically Australians have more aligned to think of remote living Aboriginal people through broad representation types (Altman and Johnson, 2010). During the 21st century, it is clear that the aborigines of Australia are the ultimate outsiders. This paper argues that the fact on top of discussing why they are perennial objects in regard to the Australian government attention.
Over the past two decades, the Australian approach of the Social Policy towards the indigenous people has been underlined under the overreaching goal of struggling to achieve outcome equality, while at the same time recognizing the discrepancy that is increasing (McCormick et al, 2007). Such an approach is considered as necessary because it makes it possible for an ultimatum of the rights of the indigenous citizens, which have been in play since the 1960s, as well as the recognition of the inherent rights envelope, which both highlight equality and difference. However, even in this century, there is still a disturbing extreme for the making of social policy that underlined in the norm of universalism. Indigenous people whose economic and cultural circumstances are very diverse from the dominating societies, are living on land owned by the Aborigines in Australia’s remotest parts and are engaging in significantly diverse customary economies (McCormick et al, 2007). This is a very problematic extreme, especially within the reform welfare context, which has placed so much emphasis on mutual obligation since the ‘striving for equality of measured outcomes’ milestone might never be realized or be seen as appropriate in a setting that views the Aborigines as outsiders in the 21st century Australia.
Apart from the historical legacy that makes the Aborigines to viewed that way, this status is also contributed to significantly by two factors. The first one is that they reside in localities that are extremely remote considered to be “beyond the market’, which makes these localities susceptible to geographically-remote localities lacking viable markets of labor; and secondly, due to the significantly high-levels of commitment in the non-market or customary economy that results due to concrete cultural continuities – partly due to relatively benign and late histories (Levitus, 2011). As a result, in the 21st century, Aboriginals are represented as the outsiders in the Australian context due to the picture that is attached to them by default. First, they are pictured as outsiders due to the cultural discrepancies even if in positive terms – gatherers and hunters who have vibrant artistic and ceremonial traditions, and whose language is very distinct coupled with the fact they live off the land (Levitus, 2011). Secondly, they are viewed as outsiders in this perspective because their cultural differences are significantly viewed as negatively driving them away from the common population. In the critical view of the typical Australian, their cultural discrepancies are more of savage and repugnant practices, characterized with anti-modern (anti-21st century) tendencies, and they are generally depicted as improvised social outcasts of the modern age. Despite the fact that they have existed through history of Australia, large and by, it is clear that just a particular kind of image has been dominant all through – they are the modern-day Australia outsiders (Levitus, 2011).
It is largely due to the reasons outlined concerning why they are the ultimate outsiders in the 21st century Australia that help to better explain why they are the perennial objects of Australian Government attention (Megaw, 2006b). The government views it as an informed move to intervene through the introduction of new policies for the policy regarding the indigenous people. Mainly it is in an effort to change their being viewed as outsiders. The government attention cannot be mentioned as romanticist or dilettantish and can be generalized in several observations. The first one is the combination of native title and land rights as well as increasing the possibility of the recognition of the Aboriginal rights, and making sure that they are not habitats to such remote localities in the future. Secondly, the government attention can be viewed in terms of trying to improve the robust living conditions in such localities and increase the state penetration, globalization and the labor market. Thirdly, as a result of the recent debate regarding the social policy that is underlined by the rubric of mutual obligation, it is crucial for the government to act as a the key player it is in improving on the social participation degree that is well established already, to cater for these indigenous and remote communities like Aboriginals for this matter.
The government consideration of the Aboriginals as perennial objects can be argued in terms of increasing self-determination and self-management. In this century especially, the commonwealth policy has been based on this declaration: ‘the fundamental right of Aboriginals to retain their racial identity and traditional lifestyle or, where desired, to adopt wholly or partially a European lifestyle,” (Coombs, Dexter and Hiatt, 2010; p. 21). The government is promoting the initiative on Aboriginal control or participation in community or local government, as well as the other concerned areas to encourage them from living in the conceptualities that ultimately label them as outsiders. This approach was previously conceived as self-determination and self-management, and recently the government support has been the latest positive investment in programs that are managed by Aboriginal organizations. For instance, the Aboriginal Development Commission has been string than ever in the 21st century advent, whereby it is positively assisting social and economic development of Aboriginal people, through promotion of their self-management and development as well as increasing the economic self-sufficiency of the Aboriginal people (Coombs, Dexter and Hiatt, 2010). The government involvement in the general view is to ensure that the Aboriginals are at the same social and economic front with their counterparts.
In general, the Aboriginal are viewed as outsiders in the 21st century Australia because of the remote localities and deprived social, cultural and economic welfare. The reason they are they are the perennial objects of Australian Government attention is because the government wants to change these statuses and ensure this is not their position in the country anymore (Megaw, 2006b).
References
Altman, J.C. and V. Johnson (2010), ‘CDEP in town and country Arnhem Land: Bawinanga Aboriginal Corporation’, CAEPR Discussion Paper No. 209, Centre for Aboriginal Economic Policy Research, Australian National University, Canberra.
Coombs, H. C., B. G. Dexter and L. R. Hiatt (2010), ‘The outstations movement in Aboriginal Australia’, Australian Institute of Aboriginal Studies Newsletter, 14, 16– 23.
McCormick, T., R. Irving, E. Imashev, J. Nelson & G. Bull, (2007). First Views of Australia 1788-1825: a History of Early Sydney. David Ell Press in association with Longueville Publications, Chippindale, NSW
Megaw, J.V.S., 2006b. Australian archaeology – how far have we progress.
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